Internationalization of the academic profession: An exploratory study of faculty attitudes, beliefs and involvement at public universities in Pennsylvania.

摘要

This study investigates the attitudes, beliefs, experiences and involvement related to internationalization by faculty members at a group of universities in the United States. Internationalization of higher education is defined as the process of integrating an international or intercultural dimension into the teaching, research and service functions of an institution (Knight, 2004). The definition is placed within a conceptual framework of rationales, stakeholders, and approaches to internationalization (Knight, 1999).; Data collected from faculty at nine public universities in Pennsylvania (n = 829) were used to provide a descriptive and correlational analysis that: explores faculty attitudes, beliefs and experiences; reviews the extent to which faculty incorporate an international perspective into their teaching, research, and scholarship; determines what relationships exist between faculty characteristics, campus climate, and attitudes, beliefs and behaviors; and examines patterns that are used to describe or predict faculty members' orientation to internationalization (Morris 1996).; Data were collected using a survey instrument accessed over the internet (Best & Krueger, 2004; Dillman, 2000). Data were analyzed by faculty characteristics and by research variables, including: international experiences at different educational stages, assessment of campus climate, faculty involvement in internationalization, and attitudes and beliefs about internationalization. The data show that important differences exist by gender, discipline, teaching responsibilities, tenure status, rank, and teaching/research preference. The research shows that faculty with higher levels of international experiences at different educational stages have higher levels of involvement in internationalization as faculty members, and that they also have more favorable attitudes and beliefs about internationalization. Furthermore, faculty with more favorable attitudes and beliefs about internationalization are likely to have higher levels of involvement in internationalization, although the strength of the relationship varies according to the three attitudes and beliefs factors identified in the factor analysis.; A definition for the construct of an Orientation to Internationalization is provided. Several of the research findings replicate findings from the Carnegie Foundation for the Profession of Teaching's Study of the International Academic Profession (Altbach, 1996). Policy implications are provided for different sectors interested in internationalizing higher education. Recommendations on internationalizing the faculty are provided, as are suggestions for future research.